Global 12 Graduate 2010
Welcome to Global History – Unit 1
Unit 1 – An introduction to the study of history and the Global Village as an interactive community
Hand out intro sheets and outline, review grading
In-class: divide students by table grouping do World Map activity.
On-line: complete the Cultural Awareness quiz. Email to your instructor
In-class: Perspectives and Understanding activity.
Assignment: read about sources. Complete the document analysis after viewing graphic organizers with class.
Email your analysis to your instructor.
Assignment: Bias and Propaganda. Read the information about bias. View the online PPT of photos and complete
the chart. Email your answers to your instructor
In-class: watch http:www.youtube.com/watch?v=42E2fAWM6rA “My Generation”. This is a video about the
current state of cultural assumption in the USA today. Brainstorm in class: Interdependence (how do we make a
difference), Independence and Dependence (can we make a difference, it is not my problem etc). What does it
mean to be human? Humanitarian?
In-class: view ppt “Exploring Humanitarian law”. Students should reply to the questions asked in discussion (could
also be done as online activity or elluminate/weboard discussion).
Assignment (online) “What is Globlalization” handout and view UN ppt, answer questions during ppt, and can use
www.un.org/en/index.shtml to help answer questions. This could also be an on-line activity.
In-Class: view “Limiting devastation caused by war” and discuss. Do the slogan activity. This could be done on-line,
or individually.
Unit 1 case study: Peacekeeping. May be done in groups if ok’d by your instructor.
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World Map Activity
As a group: using sticky notes, find and label the following:
How well do you know our World?
Find and Label the following:
 Canada
 Mexico
 Australia
 China
 Iraq
 United States
 England
 Africa
 India
 Japan
 South America
 Five Countries of your choice
Water and Mountains
Find and Label the Following:
 Pacific Ocean
 Atlantic Ocean
 Arctic Ocean
 Indian Ocean
 Mediterranean Sea
 Red Sea
 Rocky Mountains
 Andes Mountains
 Appalachian Mountains
 Himalaya Mountains
 Mt. Kilimanjaro
The Earth
Find and Label the Following:
 The Four Hemispheres
 The Equator
 Tropic of Cancer
 Tropic of Capricorn
 Prime Meridian
 North and South Poles
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Deserts
Find and Label the Following:





Gobi Desert
Sahara Desert
Arabian Desert
Great Victorian Desert
Atacama Desert
Where do things come from?
Now, using a different colour sticky note, look at three different products/objects in
the class (these could be your clothes) and label where they came from.
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GLOBAL HISTORY 12
PERSPECTIVES & UNDERSTANDING ACTIVITY
1. WATCH “MINIATURE EARTH” ON YOUTUBE.
HTTP://WWW.YOUTUBE.COM/WATCH?V=MVDNU07MTKC
2. AT EACH TABLE, READ THE FOLLOWING QUOTES TOGETHER AND DISCUSS THE SIGNIFICANCE OF
EACH QUOTE IN YOUR GROUP. CAN YOU IDENTIFY COMMON THEMES OR THREADS? WRITE THESE ON
THE PROVIDED CHART PAPER AND POST ON THE WALL (15 MINUTES).
3. ANSWER THE QUESTIONS ON THE FOLLOWING PAGE, USING THE GROUP DISCUSSION TO HELP
FRAME YOUR ANSWERS. EMAIL TO YOUR INSTRUCTOR
The fundamental rights of [humanity] are, first: the right of habitation; second, the right to move freely;
third, the right to the soil and subsoil, and to the use of it; fourth, the right of freedom of labor and of
exchange; fifth, the right to justice; sixth, the right to live within a natural national organization; and
seventh, the right to education.
Albert Schweitzer
An individual has not started living until he can rise above the narrow confines of his individualistic
concerns to the broader concerns of all humanity.
Martin Luther King Jr.
You must not lose faith in humanity. Humanity is an ocean; if a few drops of the ocean are dirty, the
ocean does not become dirty.
Mohandas K. Gandhi
We know from science that nothing in the universe exists as an isolated or independent entity.
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Margaret J.Wheatley
Lest those islands still seem to you too remote in space and time to be relevant to our modern
societies, just think about the risks... of our increasing globalization and increasing worldwide
economic interdependence.
Jared Diamond
Part 3 questions: Putting the pieces together…
Define dependence…
_____________________________________________________________________________________
___________________________________________________________
Define independence…
_____________________________________________________________________________________
___________________________________________________________
Finally, define interdependence…
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________
How do you see the world? Does what happens on the other side of the world affect us? How? Share
your thoughts (you may draw or write) keeping in mind the video from the beginning of class.
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The Study of History
The Global Historian
Introduction and Historiography
Historiography is the term that refers to the craft of the historian. The
questions below are just two of the many asked by historians embarking on a
historical inquiry.

What approach or perspective toward a historical inquiry should
be used?
http://hrsbstaff.ednet.ns.ca/bkhan/global_history_12/Activities/worldviews_f
iles/frame.htm (view powerpoint)

Which sources should be used to conduct a historical inquiry?
The two main types of historical sources used by historians are:
1) Primary
2) Secondary
Primary Sources:
Primary sources are those created at the time of an historical event or
era. These include:
 Published documents - books, newspapers, pamphlets,
advertisements, laws, etc.
Example: United Nations- Universal Declaration of Human Rights.
 Unpublished documents - letters, diaries, financial records, etc.
Example: purchase agreement / contract during the time of the
Atlantic slave trade
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 Oral traditions and histories
Example: An interview with a miner describing life in a coal mine.
 Visual documents and artifacts
Example: A postcard mailed in 1900.
Secondary sources: Secondary sources are books and articles that
analyze historical events and people in order to put them into a
historical context.
v
A book written about an event after the event has occurred.
Ø
v
i.e. Baseball’s Great Experiment Jules Tygiel Oxford Press,
New York 1983.
Journals and Articles written on a specific historical concept, time
period or person.
Ø
i.e. New Internationalist Magazine
Questions to ask of a source:
A historian will ask a variety of questions in relation to each source s/he uses. This
enables the historian to find as much historical information as possible (credibility,
authenticity, and bias) from a source. The same questions can be asked of either a
Primary Source or a Secondary Source. There are six key questions to ask:
WHO? WHAT? WHERE? WHY? WHEN?, and HOW? Read “the 5W’s and H” to
view some possible questions historians could ask of a source of
information.
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The 5W’s and H
Below are questions that a historian might use to analyze a source of
information. Please note that not every question will be used for every source.
Who?
Who made it? Who used it? Who is in the picture? Whose opinion does it show?
What?
What is it? What is it for? What does it say? What is it used for? What does it show?
Where?
Where is it? Where was it? Where was it made? Where was it used?
When?
When was it made? When was it used? When does it show?
Why?
Why was it made? Why has it survived?
How?
How was it made? How was it used? How has it survived?
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Assignment:
Conduct your own document analysis.
To Do:
1. Follow this link to locate graphic organizers which can help you to explore
different types of primary documents such as cartoons, paintings, letters,
documents, etc. These organizers are the pdf documents listed in the bar on the
right-hand side.
http://www.archives.gov/education/lessons/
These will help you gain as much information as possible from each source.
2. Print the appropriate graphic organizer and complete it using the documents and
sources listed below:
a. 1946 Letter from Field Marshal Auchinleck Commander-in-Chief, India & War
Member, Viceroy's Executive Council (1943-1946) (primary)
b. Extract from, General Precautions Against Air Attack – W.S. Khan 1952 (secondary)
c. Photograph of fish caught by Lawrence Ripley – Wallace River Nova Scotia 1943
(primary)
d
Political Cartoon - WWI (secondary)
f.
Poster of a Herbal Medicine Clinic - Atlantic Market Banjul,The Gambia 1996
(primary)
g.
Map of Africa in 1914
h.
Duck and Cover 1951
Information
adapted
http://hrsbstaff.ednet.ns.ca/bkhan/canadian_history_11/cdn_his_pages/Sources%20of%20Historical%20Information.htm
from:
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Identifying Bias
Bias itself is a natural phenomenon. We all see the world from our
own perspectives. We all have biases of many kinds, but an overly
strong bias can inhibit our ability to view a situation objectively
and with neutrality.
Tips For Identifying Bias
1. Selection and Omission: Within a given account of a situation, some
details may be ignored while others of equal value may be included. Bias
through omission is difficult to detect and requires numerous sources in
order to reveal it.
2. Labels and Expressions: We often use labels and titles to describe
people, places, and events. In a labour dispute, the term scab or replacement
worker can each reveal a bias.
3. Manipulation of Statistics: To support a position on an issue, numbers can
be altered or exaggerated. “Thousands out of work” can numerically be the
same as “only a few plants shut down.” Each expresses a different bias.
4. Considering the Source: To detect bias, one should consider the source
of the information and the source’s connection to the issue. For example, in
the event of a war, is the information supplied by a reporter, military
personnel from the side that is more or less equipped, the leader of the
country being attacked, the United Nations, the stockholder of a munitions
manufacturer, or an outsider who has no connection to the story? What is
the motivation or reason why the source might have a certain opinion?
5. Word Choice and Tone: The use of positive or negative words or words
with a particular connotation can strongly influence how we view an issue.
“Shut down” plants can be the same as “idled” plants. Another example of
this is when company’s, “right-size”. This often means employees will be,
“cut” .
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6. Generalization and Oversimplification: Intricate and complex facts
sometimes become simplified or generalized into more manageable bits of
information. Identifying simplifications and generalizations can reveal
biases.[
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Assingment: Bias in Photographs and Images
While the criteria on the previous page referred primarily to
written documents, visual text (like photos or drawings) can
also contain bias. The following questions should be asked
when analyzing an image. Use the chart to organize your
thoughts on six of the eight images found on the website.
Then, post your responses to TWO of the images on the
WebBoard and email the completed chart to your instructor.
Questions
1. What is in the
image?
2. Why would
someone
create this the
way they did?
3. What were the
Artist/photogr
apher’s
motivations?
4. What is
represented
(people, places,
objects, etc.)?
5. How is it
positioned in
the image?
(powerful,
powerless,
uncivilized,
etc.)
Image 1
Image 2
Image 3
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Questions
Image 4
Image 5
Image 6
1. What is in the
image?
2. Why would
someone
create this the
way they did?
3. What were the
Artist/photogr
apher’s
motivations?
4. What is
represented
(people, places,
objects, etc.)?
5. How is it
positioned in
the image?
(powerful,
powerless,
uncivilized,
etc.)
Adapted from source:
http://hrsbstaff.ednet.ns.ca/bkhan/Canadian%20History%2011/Assignments/Bias.htm
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What is Globalization?
Question: What is the truest definition of Globalization?
Answer: Princess Diana's death
Question: How come?
Answer: An English princess with an Egyptian boyfriend crashes in a French
tunnel, driving a German car with a Dutch engine, driven by a Belgian who was
drunk on Scottish whiskey, followed closely by Italian Paparazzi, on
Japanese motorcycles. Treated by an American doctor, using Brazilian
medicines! And this is sent to you by a Canadian, using Bill Gates' technology
and you are probably reading this on one of the IBM clones that use
Taiwanese-made chips, and Korean-made monitors, assembled by Bangladeshi
workers in a Singapore plant, transported by lorries driven by Indians,
hijacked by Indonesians, unloaded by Sicilian longshoremen, trucked by
Mexican illegal aliens, and finally sold to you.
That, my friend, is Globalization!
Adapted From:
http://hrsbstaff.ednet.ns.ca/dsmith1/GGS%2012/what_is_globalization.htm
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Global History 12
United Nations Organization
http://www.un.org/english/ - go to”UN in Brief” and follow the links
When was it created? _______________
# of members : _______________
Draw a timeline which identifies the three steps which led to the creation of the U.N.
Identify the four objectives of the UN:
a)
b)
c)
d)
Member states are responsible to uphold the following principles of the United Nations:
a)
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b)
c)
d)
e)
f)
What are the six major organs of the United Nations?
a)
b)
c)
d)
e)
f)
Which countries are the permanent members of the Security Council? Who is the current
president and where is he/she from?
The United Nations commitment to peace can be defined by three actions. They are:
a)
b)
c)
Present three specialised institutions that are affiliated with the organisation.
a)
b)
c)
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Where are UN headquarters found? ___________________________
Throughout the world the United Nations has offices, name three countries places where they
can be found.
a)
b)
c)
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Questions and Activity for “Limiting devastation caused by war”
Look at the photo "Blindfolded captive”,
1. Imagine yourself in the shoes of the captive or his guards. Write your thoughts.
2. What might the captive be thinking? The guards?
3. Imagine that the captive is your brother. How would you want him to be treated? Why?
4. Imagine that the captive killed your friend in battle. How would you want him to be
treated? Why?
Look at the photo "Prisoners' march."
5. How should a man or a woman taken prisoner during armed conflict be treated?
6. Suppose prisoners have important information. Should that affect their treatment?
7. In what way is a prisoner's human dignity at risk? A guard's?
Rules to Protect Prisoners
8. What rules should there be to protect prisoners in armed conflict?
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Rules needed in armed conflict
9.
What other rules are needed in armed conflict?
Possible Questions on the Rules of Armed Conflict
10. How would each of your rules change the experience of war?
11. What might be difficulties in implementing them?
12. Which of your rules apply to combatants who can no longer fight (e.g., captured,
wounded, sick or shipwrecked combatants)?
IHL and Human Rights
13. Brainstorm about some human rights to which everyone should be entitled, in all
circumstances.
14. Challenge: find a couple of human rights that match protections found in "What are the
basic rules of international humanitarian law?"
15. Do you think any of the rights listed in "The Universal Declaration of Human Rights" may
ever be set aside.
16. Can you think of any circumstances in which any of these rights could be limited or
suspended? Why? Which rights?
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17. Which of these human rights do you think may never be limited or suspended?
Activity
In small groups develop short phrases or slogans to summarize each of the basic rules of
IHL and make them memorable. For example, "Spare surrendering soldiers," "Care for the
sick and wounded," "Respect the emblem."
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Unit 1 Project: Peacekeeping
Case Study
Please note the specifications at the end of each task. You will find an “I” which represents a task to be
completed individually or “G” a task to be completed in your group. Although a task may be designated
as group and only one copy need be submitted, you should maintain a copy for your notes.
Helpful links:
http://www.un.org/Depts/dpko/dpko
Articles:
http://www.washingtonpost.com/wp-dyn/content/article/2006/09/16/AR2006091600633.html
http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2005/06/25/MNGNMDEQNU1.DTL
http://www.economist.com/world/mideast-africa/displaystory.cfm?story_id=10286366
http://www.un.org/apps/news/story.asp?NewsID=23333&Cr=peacekeep&Cr1=
http://www.ft.com/cms/s/0/f4bc2954-1ea7-11dc-bc22-000b5df10621,dwp_uuid=5aedc8042f7b-11da-8b51-00000e2511c8.html
1. Concept Overview: (I)…10 points
With United Nations Peacekeeping in the concept box, complete the overview sheet in your own
words.
2. Comprehension questions(G)….35 points
The questions have been divided according to the source. Please take note of where the
information can be found.
3. Mission identification & Map(I)….35 points
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On a world map, identify the ongoing missions according to the table in the folder. Once you have
completed your map, choose one of the missions and complete a mission analysis.
4. Article analysis (I)….10 points
Each member of the group must select a different article. Read the article and complete the
analysis sheet.
5. Personal reflection (I): 10 points
Choose one of the following options. If you choose option A or B, your response should be either 1.5
or double spaced and approximately 250-300 words.
a) Respond to the quote:
“Without peace and security for all nations, there can be no peace and security for any one of
us”.
b) Share your thoughts for the future of peacekeeping.
c) Create a political cartoon which reflects your understanding of the complex nature of
peacekeeping.
Comprehension questions
35 points
Read pages 354-357 of Viewpoints, as well as the links provided, and answer the following
questions. Only one copy need be submitted per group. Please ensure that all members’ names
are on the answer sheet.
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CBC : 10 points
http://www.cbc.ca/news/background/cdnmilitary/peacekeeping.html
1. Which Canadian is recognised for the creation of a United Nations Peacekeeping Forces?
____________________________________(1)
2. When was the first mission deployed and where? (official force)
______________________________________________(1)
3. Who was the commander of the first force and where was he from?
______________________________________________(1)
4. What is the nature of present-day peacekeeping operations? (2)
5. What are the common arguments against UN peacekeeping? (3)
a)
b)
c)
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The history of Canadian peacekeeping
Peter McCluskey | Last Updated October 30, 2003
CBC News
The seeds of peacekeeping can be found buried on the battlefields, in the trenches and in the
graveyards of Europe and Asia. The men who fought and lived through two world wars never wanted to
see another. They believed that by putting an end to regional conflicts they could reduce the potential
of the world ever being consumed by war again. They would create a new international body to keep
peace in the world and support social and economic progress.
(Courtesy UN)
The newly formed United Nations seemed the perfect place to put such lofty ideals into practice; an
organization founded on the principle of discussing and mediating ideological and political differences.
The first United Nations peacekeeping mission was in 1948. Its objective was to supervise the cease-fire
between Israel and her Arab neighbours after the War of Independence. Monitors were sent to
supervise the truce.
But the first peacekeeping force wasn't established until 1956, a time filled with fears of another global
conflict erupting. And once again the backdrop was the Middle East.
In the midst of summer, Egyptian President Gamal Abdal Nasser declared he was nationalizing the Suez
Canal, cutting out the Anglo-French company that held controlling interest in the vital waterway that
joins the Mediterranean to the Red Sea.
Nasser told a cheering crowd that the imperialists could "choke on their rage." From that point on, ships
wishing to use the canal would pay a toll and that money would go toward financing the building of the
Aswan High Dam on the Nile.
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France and Britain were worried about Nasser's future plans to control such a strategically important
waterway. They were also worried about what amounted to a direct challenge from Egypt to their
trading interests. Secret plans were made for Israel to attack Egypt. France and Britain would send
troops to protect the canal.
In October fighting erupted. On one side the Egyptians; on the other, Britain, France and Israel. Once
again it looked as if the major military powers of the world would be drawn into battle. Would the
Soviet Union come to Egypt's aid? Would the United States become involved in order to keep the Suez
open? The world braced for another deadly meeting of the world's military powers.
(Courtesy UN)
But it was not to be. A former diplomat, relatively unknown on the world stage, now Canada's Secretary
of State for Foreign Affairs, Lester B. Pearson, had a proposal. He argued that a force sponsored by the
UN, made up of soldiers from non-combatant countries, could separate the warring armies and
supervise the cease-fire.
The UN General Assembly accepted his proposal, as did the various belligerents. Canadian General
E.M.L. Burns was named commander of the UN force and peacekeeping was born.
Although the "Suez Crisis" remains a vivid reminder of how seemingly regional issues can threaten to
draw much larger nations into conflict, it is equally important to applaud the political and diplomatic
courage shown by UN members who agreed on an untried and untested idea -- peacekeeping.
For his vision of a world where countries would enter a conflict in order to bring stability and peace,
Lester Pearson would receive the Nobel Peace Prize.
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(Courtesy UN)
Since then Canada has been at the forefront of peacekeeping operations around the world. Soldiers,
police and civilians have all played prominent roles in separating armies and in the resolution of conflicts
in Cyprus, the Middle East, Haiti, Bosnia, Cambodia, El Salvador and Angola to name a few. Currently
Canadian peacekeepers are serving in 14 operations in Europe, Asia, Africa, South America and the
Middle East.
But Canada's involvement in so many trouble spots has not come without a price. More than 100
Canadians have been killed while on peacekeeping duties around the world.
And operations in both Somalia and Rwanda led to a crisis of confidence in the Canadian military.
Canada's armed forces have undergone dramatic change over the years since Pearson proposed that
first peacekeeping effort in the Middle East. Canadian soldiers now find themselves more likely to be
disarming combatants than fighting battles.
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(Courtesy UN)
The job they will most likely face now is protecting civilian populations, organizing elections and
guarding humanitarian convoys. The military has also set up a Rapid Response Force to fly to the scene
of natural disasters. Its first deployment came in 1998 when Hurricane Mitch ravaged Central America.
Canadian soldiers and medical staff rushed to provide medical and humanitarian relief.
Arguments exist for the end to UN peacekeeping operations: too costly, too ineffective, a hindrance to
the development of a stable, lasting peace negotiated by politicians and diplomats. But in the near
future it seems unlikely the UN will abandon what has become its most highly respected international
symbol. The blue helmets of the peacekeepers are likely to remain as a buffer between the world's
warring factions.
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DFAIT: 17 points
http://www.dfait-maeci.gc.ca/peacekeeping/changing-face-en.asp
1. Identify the year that witnessed the greatest number of missions to date: ________(1)
2. How can traditional peacekeeping be defined? (3)
3. Who are the new actors in the peacekeeping model? (4)
a)
c)
b)
d)
4. What new skills are needed in peacekeeping? (9)
a)
f)
b)
g)
c)
h)
d)
i)
e)
Peacekeeping Chart: 10 points
1. Which country contributes the most: (2)
Money ______________________
Personnel
______________________
2. Which country contributes the least: (2)
Money
______________________
Personnel
______________________
3. How does Canada rank on the two charts in you folder? (2)
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Money _____________
Personnel _____________
4. What conclusions can be drawn from the findings? (4)
Canada and peace operations
Over the past 50 years, Canada's role in complex, integrated peace operations has evolved to
meet new international challenges. Our steady activity in United Nations peace missions
increasingly has expanded into regional or coalition missions mandated by the UN. Now, we
support and participate in peace operations led by the North Atlantic Treaty Organization
(NATO), the European Union (EU) and the African Union (AU).
Canada's part in such peace operations helps bring security, stability and support to highly
volatile situations, and helps to lay the ground for reconstruction and development. 'Peace
operations' is a simple label for a huge range of connected military, diplomatic and humanitarian
tasks, as diverse as reforming justice and security systems, disarming and demobilizing troops,
reintegrating them into peaceful pursuits, and supporting humanitarian assistance.
Foreign Affairs and International Trade Canada (DFAIT) supports the Human Security Program.
This program's policy development and advocacy work enhances international understanding of,
and the ability to manage, integrated, multidisciplinary peace operations. For example, it has
funded the Francophone Research Network on Peace Operations at the University of Montréal's
Centre d'etudes et de recherches internationales (CÉRIUM) (in French only) to support research
and dialogue about peace operations world wide. The network is a global platform and archive
for Francophone peace practitioners, teachers, researchers, students, and journalists.
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Article Summary
Title of the article: ___________________________
Date the article was written: _____________________
Source of the article: _________________________
Author of the article: _________________________
Provide at least three concrete facts from the article:
What position is the author taking in the article? What is his/her thesis?
Can you think of any events which may have influenced the author?
Does the article reflect any bias?
Finally, what is your impression of the article? Justify your thoughts.
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Mission Analysis
Name of Mission: _____________________________________
Acronym: ___________________________________________
Reason for Peacekeeping Mission:
Description of mandate (in point form):
Strength (number of troops): ______________________________
Contributing states:
Approved budget: _________________________________
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